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North Elmham CEVC Primary School

SEND Local Offer 2019/20

Introduction

Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually. The required information is set out in the draft SEN regulations.

At North Elmham School we are committed to working together with all members of our school community. The local offer has been produced with pupils, parents/carers, governors and members of staff. We would welcome your feedback and future involvement in the review of our local offer, so please do contact us. The best people to contact this year are:

Sue Graves/Jean Mayne

SEN governor

Sue Tobin

Special Educational Needs Coordinator (SENCo)

Craig Isherwood/Sue Tobin

Headteachers

If you have any specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions on the website www.norfolk.gov.uk/SEN. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Sue Tobin our SENCo on 01362 668318.

Our approach to teaching learners with SEN:

At North Elmham CofE School, we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

We value high quality teaching for all learners and actively monitor teaching and learning in the school.

Our school improvement plan is about developing learning for all and details planned continued professional development (CPD) opportunities for all staff.

 We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners and staff continually assess, ensuring learning is taking place. Our whole school system for monitoring progress includes supervision, regular feedback and updating tracking documents.

How we identify SEN:

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEN as:

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

  1. Have a significantly greater difficulty in learning than the majority of others of the same age: or
  2. Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions”

If a learner is identified as having SEN, we will provide provision that is addition to or different from the normal differentiated curriculum, intended to overcome the barrier to their learning.

Learners can fall behind for lots of reasons.  They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distract them from learning. At North Elmham School we are committed to ensuring that all learners have access to learning opportunities and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

To view our SEND Profile for 2018/19 see APPENDIX 1.

Assessing SEN at North Elmham Primary School

Class teachers, support staff, parents/carers and the learner themselves will be first to notice a difficulty with learning. At North Elmham Primary school we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Coordinator (SENCo)  will also support with the identification of barriers to learning.

For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website www.norfolk.gov.uk/SEN.

As a school we are also committed to up-skilling teaching assistants, having teaching assistants specialising in conducting work with children for dyslexia, autistic spectrum disorder (ASD), Sound Discovery, speech and language and nurture.

What we do to support learners with SEN:

Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers  and we at North Elmham Primary School are proud of our teachers and their development.

Our teachers will use various strategies to adapt access to the curriculum, this might include using:

Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at North Elmham Primary School to support learners with SEN across the year groups. We modify the provision map regularly and it changes every year, as our learners and their needs change. The provision map for 2018/19 is available in APPENDIX 2.  

At North Elmham Primary School, we share the provision map with our colleagues in the Dereham Cluster so we can learn from each other and demonstrate what we offer for learners with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.

Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.

How do we fund this?

North Elmham CofE Primary School receives funding directly to the school from the Local Authority to support the needs of learners with SEN. This is described in a SEN memorandum.

Schools can also apply to the Virtual School for SEND for “Top up” funding.

The Dereham Cluster of schools are committed to working together to improve learning for all and we are able to share resources, training and moderate provision for learners with SEN. If you would like further information about SEN in the Dereham Cluster, contact the coordinators: clustersenco@dereham.norfolk.sch.uk 

How we find out if this is effective:

Monitoring progress is an integral part of teaching and leadership which North Elmham School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENCo, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

Children, Parents/carers and their teaching and support staff will be directly involved in reviewing progress. This review can be built into the intervention itself and is reviewed at least once a term, where progress and next steps are considered. If a learner has an Educational Health Care Plan (EHC plan), the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SENCo collates the impact data of interventions, to ensure that we are only using interventions that work.

Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. Our school and cluster data is also monitored by the Local Authority and Ofsted.

Other opportunities for learning:

All learners should have the same opportunity to access extra-curricular activities. We will offer a range of additional clubs and activities. If you require any information regarding activities and clubs available, contact the school office.  

We are committed to making reasonable adjustments to ensure participation for all, in accordance with the Equality Act 2010, where it states that:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has substantial and long-term adverse effects on his/her ability to carry our normal day-to-day activities.”                                         Section 1(1) Disability Discrimination Act 1995

Preparing for the next step:

Transition is a part of life for all learners. This can be transition to a new class, having a new teacher, or moving on to another school, training provider or moving in to employment. North Elmham CofE Primary School is committed to working in partnership with children, families and other providers to ensure positive transition occurs.

Planning for transition is a part of our provision for all learners with SEN. moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.

Have your say:

We can shape and develop provision for all of our learners, ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess, plan, do and review’ provision for SEN.

Useful links:

www.norfolk.gov.uk/SEN

Parent Partnership

www.dfe.gov.uk

UPDATED:                         January 2019        

UPDATED BY:                Sue Tobin

NEXT TO BE UPDATED:        January 2020


APPENDIX 1

SEN profile September 2018/19

Barriers to Learning

Number of Pupils

Cognition & Learning

6

Communication & Interaction

4

Social Emotional & Mental Health

4

Emotional, Social & Behavioural difficulties

7

Physical, Sensory & Medical

0

SEND profile Year group 

Numbers

Year R

Year 1

1

Year 2

1

Year 3

5

Year 4

2

Year 5

4

Year 6

2

Total

15


APPENDIX 2

Whole School Provision Map North Elmham VC Primary

Area of Need

WAVE 1

WAVE 2

WAVE 3

Cognition and Learning

Differentiated curriculum planning, activities, delivery and outcome

Increased visual aids / modelling etc

Visual timetables

Use of writing frames

Access to word processor

TA in class support

High frequency word games

In class support from TA

Individual spellings

Nessy programme Reading & Spelling

Nessy Maths

Nessy Writing Beach

Nessy Fingers

Precision Teaching

Numicon Groups

KS1 Reading

Lower KS2 Reading

Sound Discovery

Small Group Work

1:1 Booster Maths

1:1 Booster Literacy

EPSS Team                        

Communication and Interaction

Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language

Increased visual aids / modelling etc

Visual timetables

Use of symbols

Structured school and class routines

In class support with focus on supporting speech and language

Tablets available to use as and when needed

Speech and Language

Input from Autism Outreach Team

EPSS Team

Emotional and Social

Whole school behaviour policy based on Assertive Discipline approach

Whole school / class rules

Class reward systems

Circle Time

Support from TA as and when is needed.

Benjamin Foundation

PAT Dog reading session

Social Stories

Individual reward system

Home – school record (daily)

Child specific in-put from ASD team

Child-specific input from Short Stay school

Verbatim Therapy

Sensory and Physical

Flexible teaching arrangements

Staff aware of implications of physical impairment

Pencil grips

Additional handwriting practice

Individual support in class appropriate to the need.